Title: Global Warming and the possible impact on you.
Author: John M. Aellig Grade Level: 08 Course: General Science
Purpose of Unit
The unit that I will begin teaching when I start at Ponaganset Middle School will be on Global Warming. The first part of the lesson will be an introduction to Thermal Radiation, Conduction, and Convection. This will be followed by a lesson on global warming. This lesson is going to be followed by a project of comparing and contrasting science found in An Inconvenient Truth and The Day After Tomorrow.
Ultimately, the goal of this unit will be to help the students see what effect humans are having on the current global climate and what future effects it might cause.
Learning Performances and Standards
PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules. PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.
Why didn't you include the climate change GSEs from your concept map here? (The standard for the class that my CT has to follow are for Physical Science, I was originally under the impression that they did not have a well defined set of standards and she was picking in choosing from the science GSE areas to fill in the holes from the previous teacher)
Unpacked Standard
Students need to understand:
Random kinetic motion.
The difference between heat and temperature.
That molecules and atoms do not "get bigger" when they are heated.
Heat is transfer through an object during conduction by atoms with higher kinetic energy colliding with atoms of lower kinetic energy in a domino fashion.
Convection is due to changes in density.
Thermal radiation does not need a medium.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
The students are going to be assessed daily on entrance and exit quizzes. The entrance quiz is a formative assessment and the exit is summative. The entrance quiz and the exit quiz will be testing the same material. This will allow me to see the difference and see what their net learning is between their pre-class and post-class knowledge. I will take the highest grade of the two. The students will also be assessed on their laboratory reports. There are three smaller labs for the unit and one large lab that focuses on ice-core samples.
The Global Warming Research Project is the major grade for the unit. This project will allow the students to compare and contrast science and technology that they viewed in An Inconvenient Truth and The Day After Tomorrow.The students will have to use three sources from www.npr.org, http://www.sciencedaily.com/, or http://www.nationalgeographic.com/ along with two other sources print or on-line. They will have to produce a paper and a presentation with a visual as a graded artifact.
You should describe this in more detail. Teachers love to hear about other teachers' projects. Show off a little.
Rationale
How did you take account of students' prior experiences and knowledge?
Prior knowledge is going to be accounted for by an entrance quiz at the beginning of almost every class. This should be a quick "dip-stick" method that I can look through quickly to determine how the class is doing. I will also be able to tell by the questions they ask while they try to complete the entrance task. Another way of assessing their prior knowledge would to create a survey gizmo poll where the students need to answer a problem the night before. I can then quickly bring up the statistics and see how the class did.
How did you make the topic meaningful for students?
The first method will be to get the students actively engaged at the beginning of the lesson. Then I will present the information in a medium that is failure to them computer/video. The next step is to bring it to there door, aka how global warming will effect Rhode Island, New England, etc. What does it mean for there warmth, food, shelter.
How did you make use of inquiry? What is your working definition of classroom inquiry? The students will pose a question about the impact on global warming it can be as crazy as they want but they have to make the connection and support it. The question will be shown to me for approval and they will research the topic at home. There will be a written report and a presentation due at the end. How will they do this specifically?
What are the ways in which you assessed student learning?
Homework
You should explain how you will assess each of these. Will you look at homework for accuracy or completion?
There will be an Entrance/Exit Quiz given to the students during each class. These assessments will be used to get an understanding of the students "net-learning" from the beginning to the end of class .
In-class participation will be the next assessment. This will be used to get an understanding of what students are "getting it" or not and also to see who needs a little more attention.
The lab report will be another method for assessing the students. This will be used to see if they are following the laboratory concepts. I will use this to see what students need more attention during the next lab.
final project
Lab Report
How will you sequence lessons so that they support the understanding of the learning outcomes?
Simple by not putting "b" before "a". I will lay out the basic supporting structure, such as terminology overlying concepts. How scientist gathered their information. You should include a description of your learning sequence here. What is the main activity and purpose of each lesson? How do you feel they fit together?
How will you help students make sense of the materials?//
The first way is to attempt to make it as direct as possible. Then there will be the scaffolding that was mentioned early that should also help. There is the after school help that I will be staying for. Along with the possible Saturday tutoring session at the local library I plan. The additional material that I will provide the students with if asked.
Title: Global Warming and the possible impact on you.
Author: John M. AelligGrade Level: 08
Course: General Science
Purpose of Unit
The unit that I will begin teaching when I start at Ponaganset Middle School will be on Global Warming. The first part of the lesson will be an introduction to Thermal Radiation, Conduction, and Convection. This will be followed by a lesson on global warming. This lesson is going to be followed by a project of comparing and contrasting science found in An Inconvenient Truth and The Day After Tomorrow.Ultimately, the goal of this unit will be to help the students see what effect humans are having on the current global climate and what future effects it might cause.
Learning Performances and Standards
PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by …explaining the effect of increased and decreased heat energy on the motion and arrangement of molecules.PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…explaining the difference among conduction, convection and radiation and creating a diagram to explain how heat energy travels in different directions and through different materials by each of these methods.
Why didn't you include the climate change GSEs from your concept map here? (The standard for the class that my CT has to follow are for Physical Science, I was originally under the impression that they did not have a well defined set of standards and she was picking in choosing from the science GSE areas to fill in the holes from the previous teacher)
Unpacked Standard
Students need to understand:
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Lesson Sequence
Assessment Plan
The students are going to be assessed daily on entrance and exit quizzes. The entrance quiz is a formative assessment and the exit is summative. The entrance quiz and the exit quiz will be testing the same material. This will allow me to see the difference and see what their net learning is between their pre-class and post-class knowledge. I will take the highest grade of the two. The students will also be assessed on their laboratory reports. There are three smaller labs for the unit and one large lab that focuses on ice-core samples.The Global Warming Research Project is the major grade for the unit. This project will allow the students to compare and contrast science and technology that they viewed in An Inconvenient Truth and The Day After Tomorrow. The students will have to use three sources from www.npr.org, http://www.sciencedaily.com/, or http://www.nationalgeographic.com/ along with two other sources print or on-line. They will have to produce a paper and a presentation with a visual as a graded artifact.
You should describe this in more detail. Teachers love to hear about other teachers' projects. Show off a little.
Rationale
How did you take account of students' prior experiences and knowledge?
Prior knowledge is going to be accounted for by an entrance quiz at the beginning of almost every class. This should be a quick "dip-stick" method that I can look through quickly to determine how the class is doing. I will also be able to tell by the questions they ask while they try to complete the entrance task. Another way of assessing their prior knowledge would to create a survey gizmo poll where the students need to answer a problem the night before. I can then quickly bring up the statistics and see how the class did.
How did you make the topic meaningful for students?
The first method will be to get the students actively engaged at the beginning of the lesson. Then I will present the information in a medium that is failure to them computer/video. The next step is to bring it to there door, aka how global warming will effect Rhode Island, New England, etc. What does it mean for there warmth, food, shelter.
How did you make use of inquiry?
What is your working definition of classroom inquiry? The students will pose a question about the impact on global warming it can be as crazy as they want but they have to make the connection and support it. The question will be shown to me for approval and they will research the topic at home. There will be a written report and a presentation due at the end. How will they do this specifically?
What are the ways in which you assessed student learning?
Homework
You should explain how you will assess each of these. Will you look at homework for accuracy or completion?
- There will be an Entrance/Exit Quiz given to the students during each class. These assessments will be used to get an understanding of the students "net-learning" from the beginning to the end of class .
- In-class participation will be the next assessment. This will be used to get an understanding of what students are "getting it" or not and also to see who needs a little more attention.
- The lab report will be another method for assessing the students. This will be used to see if they are following the laboratory concepts. I will use this to see what students need more attention during the next lab.
final projectLab Report
How will you sequence lessons so that they support the understanding of the learning outcomes?
Simple by not putting "b" before "a". I will lay out the basic supporting structure, such as terminology overlying concepts. How scientist gathered their information. You should include a description of your learning sequence here. What is the main activity and purpose of each lesson? How do you feel they fit together?
How will you help students make sense of the materials?//
The first way is to attempt to make it as direct as possible. Then there will be the scaffolding that was mentioned early that should also help. There is the after school help that I will be staying for. Along with the possible Saturday tutoring session at the local library I plan. The additional material that I will provide the students with if asked.
EDC 430 F08 Unit Plan Eval - John A